Enhancing Teaching Quality in Higher Education: A Case Study of a Regional University in China

Autor/in	Lai, Manhong
Titel	Enhancing Teaching Quality in Higher Education: A Case Study of a Regional University in China
Quelle	In: Education and Urban Society, 53 (2021) 5, S.585-602 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lai, Manhong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124520928613
Schlagwörter	Educational Quality; Teaching Methods; Higher Education; Teacher Collaboration; Communities of Practice; Teacher Attitudes; College Faculty; Universities; Management Development; Teacher Education; Information Science Education; Physics; Institutional Characteristics; Governance; Administrative Organization; Standards; Foreign Countries; Educational Change; Educational Improvement; China + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerkooperation; Community; Lehrerverhalten; Fakultät; University; Universität; Lehrerausbildung; Lehrerbildung; Informationstechnologische Bildung; Physik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Standard; Ausland; Bildungsreform; Teaching improvement; Unterrichtsentwicklung
Abstract	Enhancing university teaching has become a focus of higher education reform policies on the Chinese mainland. Facilitating teacher collaboration within teacher communities is perceived to be an effective way of enhancing teaching quality. Using qualitative methods, we conducted in-depth interviews at a sample university (H) which is a regional university operated and financially supported by the regional government. Twenty academics in four separate departments (Management, Information Technology, Education, and Physics) were interviewed. First, we found that University H had arranged joint enterprises, that a standardized repertoire was used, and that detailed controls were exercised over teaching performance. Second, we also found that the rationale of patriarchal governance was hindering the development of a community of practice. Third, young teachers were employing a strategy of passive resistance to the arranged collaboration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01